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Encouraging Critical Reflection through Action Research Projects in Agriculture and Natural Resources Teacher Preparation:A Case Study

机译：通过农业和自然资源教师培训行动研究项目鼓励批判性反思：一个案例研究

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摘要

This case study summarizes curriculum revision to foster critical reflection among teacher candidates in an Agriscience and Natural Resources Education (ANRE) teacher preparation program at Michigan State University. Specifically, we analyze the usefulness, applicability, benefits, and drawbacks of student-designed action research projects during the internship (student teaching) year. We review the theoretical evolution of and frameworks for reflective teaching and teacher action research. Student assignments included deep reading and dialogue around problems of practice that could be studied using action research in the classroom, reflective journaling, design of the research projects, and poster presentation of findings and implications for teaching practice. This case study describes how we provided guidance to foster an inquiry-oriented professional learning environment to allow teacher candidates to explore problems of practice relevant to the settings of ANRE. Students initially demonstratedresistance to this approach, but then reported that they developed inquiry processes that they believed would be beneficial in their careers. We conclude with benefits and weaknesses of this approach, and recommendations for fostering reflective practice orientations among agriculture and natural resources undergraduates to address increasingly complex social problems.
机译：本案例研究总结了课程修订，以促进密歇根州立大学农业科学与自然资源教育（ANRE）教师预备课程中的教师候选人的批判性思考。具体来说，我们分析了实习（学生教学）年中学生设计的行动研究项目的有用性，适用性，优缺点。我们回顾了反思性教学和教师动作研究的理论演变和框架。学生的作业包括围绕实践问题的深入阅读和对话，可以使用课堂上的行动研究，反思性日记，研究项目的设计以及发现和对教学实践的启示的海报展示来进行研究。本案例研究描述了我们如何提供指导，以培养以查询为导向的专业学习环境，使应聘者能够探索与ANRE设置相关的实践问题。学生最初表现出对这种方法的抵触，但随后报告说，他们开发了他们认为对自己的职业生涯有利的询问程序。我们以这种方法的优点和缺点作为结论，并提出了在农业和自然资源专业的本科生中培养反思性实践导向以解决日益复杂的社会问题的建议。

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